Dr Kit Double

Kit Double is a research associate at the Oxford University Centre for Educational Assessment. He completed his PhD in cognitive psychology at the University of Sydney in 2018, where he also completed his B. Psychology (Honours) in 2014. Kit also holds a B. Business from the University of Technology, Sydney.
Kit worked as a sessional lecturer and tutor at the University of Sydney. He has also previously worked on the development of intelligence tests with Psychological Assessments Australia and on the assessment of organisational psychology programs with several large industry partners.
Kit has extensive experience working with experimental and individual differences research in both psychology and education. Kit has also conducted several meta-analyses and is interested in quantitative research synthesis. Kit’s previous research has looked at aspects of metacognition including self-assessment and self-efficacy as well as classroom and computerised interventions for working memory impairment and dyslexia.
Kit is currently researching the development of self-assessment and its effect in the classroom as well as the role that self and peer assessment play in self-regulated learning. He is particularly interested in the personal and environmental characteristics that lead to effective self-assessment.

Research interests and areas for student supervision
Kit welcomes contact from students interested in researching the following areas:
• Metacognition
• Self-regulated learning
• Confidence/self-efficacy
• Self and peer assessment
• Computerised/classroom educational interventions

• Australian Postgraduate Award
• Campbell Perry Travel Award
• Psychfest Speaking Prize

Social media
Website: kitdouble.com
Twitter: @kitdouble
ResearchGate: https://www.researchgate.net/profile/Kit_Double2


Double, K.S., Birney, D.P., & Walker, S.A. (2018). A Meta-analysis and systematic review of reactivity to judgements of learning. Memory, 26(6)
Birney, D.P., Beckmann, J., Beckmann, N., Double, K.S. & Wittingham, K. (2018). Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!?. Intelligence, 68
Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., . . . Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 5863. doi:10.1038/s41598-017-05826-8
Birney, D.P., Beckmann, J., Beckmann, N., & Double, K.S. (2017). Beyond the intellect: Complexity and learning trajectories in Raven’s Progressive Matrices depend on self-regulatory processes and conative dispositions. Intelligence, 61, 63-77. doi: 10.1016/j.intell.2017.01.005
Facoetti, A., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., … & Franceschini, S. (2017). Action video games improve reading and cross-modal attentional shifting as well as phonological skills in English-speaking children with dyslexia. Journal of Vision, 17(10), 639-639.
Double, K.S., & Birney, D.P. (2017). Are you sure about that? Eliciting confidence ratings may influence performance on Raven’s Progressive Matrices. Thinking and Reasoning, 23(2), 190-206. doi: 10.1080/13546783.2017.1289121.
Clarke, I. E., Double, K.S., & MacCann, C. (2017). Rethinking how we prepare students for the workforce: Commentary. In J. Burrus, K. Mattern, B. Naemi, & R. Roberts (Eds.), Building better students: Preparation for the workforce (pp. 229-243). New York: Oxford University Press
Double, K.S. & Birney, D.P. (2017). The interplay between self-evaluation, goal orientation, and self-efficacy on performance and learning. Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1943–1948). London, England: Cognitive Science Society.
Colmar, S., & Double, K. (2017). Working Memory Interventions With Children: Classrooms or Computers? Journal of Psychologists and Counsellors in Schools, 1-14. doi:10.1017/jgc.2017.11
Double, K.S., & Birney, D.P. (2016). The effects of personality and metacognitive beliefs on cognitive training adherence and performance. Personality and Individual Differences, 102, 7-12. doi: 10.1016/j.paid.2016.04.101


  • Research Fellow


  • Research fellow